Even plausible measures may lead to bad effects if researchers change their behaviour in order to be evaluated more favorable according to quantitative measures.

Even plausible measures may lead to bad effects if researchers change their behaviour in order to be evaluated more favorable according to quantitative measures.

Global Ranking Monitor, Headline
Interview with Professor Ted Porter (USLA) 12 May 2021 Could you shortly introduce the main topics your field, the history of science has discussed most recently? According to you, which are the most relevant questions? People write about the history of science from many perspectives. Since the 1940sm it has become a somewhat distinct academic field, allied to the historical discipline and to social sciences. Much of this writing is about the reciprocal shaping of scientific knowledge and scientific practices along with social, political, and cultural changes. It is often allied to history of technology and medicine and with the field of Science and Technology Studies. My own research is allied to a growing interest in understanding the outcomes and significance of quantification, and this is particularly relevant to questions…
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Does increased competition in higher education lead to more quality, or does it undermine creativity?

Does increased competition in higher education lead to more quality, or does it undermine creativity?

Global Ranking Monitor, Headline
Interview with Ulrich Teichler 08 May 2021 Foto: Heiko Meyer Our conference ("University Rankings – Reflections from Social Sciences and Humanities") aims at examining the role of global rankings from the reflections of various disciplines (humanities, social science, and natural science). What main questions or topics has your field (higher education research) discuss over the last 5-10 years? According to you, which are the most relevant questions? Most higher education researchers, who have addressed rankings in their research activities, have pointed out the normative biases of the popular rankings (e.g. belief that the cumulation of talents in a few institutions might increase the overall academic productivity in a country, pre-occupation with elite higher education, disregard of diversity, disregard of the tension between academic quality and societal relevance, etc.). Some scholars…
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